持續教育乃為豐富健康照護品質以及促進護理人員的發展所設計的專業學習經驗。本研究目的即為探討“護理人員糖尿病持續教育在糖尿病知識與護理能力的成效”。採方便取樣進行類實驗性研究，以Gosnell(1984)持續教育縱向評值概念模式，做為本研究教育課程評值的架構，以教學設計與課室教學來了解認知意見評值之成效，以護理人員糖尿病知識做為第二階段可測量的學習成效之評值項目，並以護理能力做為第三階段行為績效之成效評值項目。研究對象為中南部某準區域醫院兩個內科病房的27位護理人員，實驗組接受由研究者所設計之3-5週共九小時之糖尿病持續教育。研究工具包括：教學設計與課室教學評價表、自擬之護理人員糖尿病知識問卷以及以衛生署教學醫院評鑑中護理作業標準評值表做為護理能力評值之工具。資料分析方法包含描述性統計與卡方檢定、費雪爾機率檢定、曼-惠特尼U檢定等統計方法。
研究結果發現：實驗組高度肯定教學設計與課室教學，且於接受持續教育後，整體護理知識增加29﹪，其中疾病知識、藥物治療、飲食控制以及運動控制等各項之得分差與對照組相較達顯著差異。實驗組接受教育後，其整體護理能力得分增加約17﹪，其中護理評估與計劃、護理紀錄與評值、依醫囑協助及執行各種醫療活動並作紀錄以及護理指導等各項得分差與對照組相較達顯著差異。
研究結果對準區域教學醫院運用糖尿病持續教育，在提升護理人員的知識與能力，提供有力之研究支持與臨床教育運用的依據，進而推廣各專科之持續教育，課程教材並可做為研究單位之自學教材以及其他地區醫院護理人員發展之課程參考。

Continuing education refers to professional learning experiences designed to enrich the nurse’s contributions to quality health care and staff development. The purpose of this study was to explore the effects of diabetic continuing nursing education on diabetic knowledge and nursing care capability. This study was conducted with a pre-post test control quasi-experimental design by the method of convenience sampling. Applying Gosnell’s (1984) evaluation model to evaluate program, including 3 stages, such as: program design and lecture teaching, knowledge and nursing care capability. The subjects of this study were 27 nurses from two medical wards in local teaching hospital of middle southern of the Taiwan. The 15 nurses of experimental group received a structural diabetic continuing education designed by the researcher for totally 9 hours during 3-5 weeks. Nurse’s knowledge of diabetes mellitus was measured by using a research-developed tool, the Diabetic Knowledge Test. Nursing care capability was measured by using the nursing standards of hospital accreditation in Taiwan. The data were analyzed by using descriptive statistics, Chi-square test, Fisher’ exact test, and Mann-Whitney U test.
The results showed that participants were more satisfied with program design and lecture teaching. After continuing education, comparison of the differences between pretest and posttest across both groups indicated significant differences in the entirely diabetic knowledge, especially in disease, medication treatment, diet control, and exercise control and the entirely nursing care capability, including nursing assessment and plan, nursing records and evaluation, nursing activity, and patient education.
The finding was strongly support that diabetic continuing nursing education should be taken into the education program for clinical nurses to improve diabetic knowledge and nursing care capability. The education program design could also be the basis of other diabetic continuing education design, and education materials could be the guidelines of clinical operation and staff development.

【 目 錄 】
正文目錄…………………………………………I
表目錄 ……………………………………………III
圖目錄 …………………………………………… IV
附錄目錄…………………………………………… V
中文摘要………………………………………………VI
英文摘要………………………………………………VIII
【 正 文 目 錄 】
第一章 緒論
第一節研究動機與重要性………………………1
第二節研究目的…………………………………4
第三節名詞解釋…………………………………5
第二章 文獻查證
第一節護理人員的持續教育………………………6
第二節護理人員的糖尿病持續教育………………19
第三節研究問題陳述………………………………26
第三章 研究方法
第一節研究設計……………………………………27
第二節研究對象……………………………………28
第三節概念架構……………………………………30
第四節研究假說……………………………………31
第五節研究工具介紹………………………………32
第六節糖尿病持續教育……………………………36
第七節資料收集的方法與步驟……………………38
第八節資料統計與分析……………………………40
第四章 研究結果
第一節研究樣本未接受持續教育前之基本資料比較
第二節教學設計與課室教學評價…………………44
第三節糖尿病持續教育在糖尿病知識之成效……46
第四節糖尿病持續教育在護理能力之成效………48
第五章 討論
第一節教學設計與課室教學評價…………………50
第二節糖尿病持續教育在糖尿病知識之成效……51
第三節糖尿病持續教育在護理能力之成效………56
第六章 結論與建議
第一節結論…………………………………………59
第二節護理上之運用與建議………………………60
第三節研究限制……………………………………65
第四節未來研究方向之建議………………………66
參考資料……………………………………………………………67

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